Volume 47 Numer 1 March 2012http://daddcec.org/Default.aspx?TabId=70&rssissueid=38
en-USkarla@findeight.comkarla@findeight.comThu, 17 Aug 2017 23:47:34 GMTThu, 17 Aug 2017 23:47:34 GMThttp://backend.userland.com/rssPackFlash Publishing RSS Generator Version 2.4.1.0Experiences of Preschoolers with Severe Disabilities in an Inclusive Early Education Setting: A Qualitative Study<p class="WPDefaults">Mary Francis Hanline and Silvia M. Correa-Torres</p>
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<p class="WPDefaults"><em>Abstract: The purpose of this qualitative study was to explore the social experiences of preschoolers with severe disabilities in an inclusive early education setting. Teachers, paraprofessionals, and peers were interviewed, and the children and adults were observed in daily routines of the preschool. Findings showed that social experiences with adults were primarily assistance/help and direction/teaching and was influenced by the characteristics of the children, learning objectives, and the activity in which the child participated. The peers expressed pleasure in interacting with and sensitivity toward the children with disabilities. Results also showed that three approaches were used to facilitate peer-peer interactions: the full participation of children in activities, modeling appropriate behaviors, and enlisting the help of the children without disabilities. Implications for future research and inclusive education are discussed.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/612/Experiences-of-Preschoolers-with-Severe-Disabilities-in-an-Inclusive-Early-Education-Setting-A-Qualitative-Study.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/612/Experiences-of-Preschoolers-with-Severe-Disabilities-in-an-Inclusive-Early-Education-Setting-A-Qualitative-Study.aspx
http://daddcec.org/Home/tabid/40/ArticleID/612/Experiences-of-Preschoolers-with-Severe-Disabilities-in-an-Inclusive-Early-Education-Setting-A-Qualitative-Study.aspxFri, 23 Mar 2012 12:01:00 GMT0Effects of Differential Reinforcement of Short Latencies on Response Latency, Task Completion, and Accuracy of an Adolescent with Autism<p class="WPDefaults">Melanie M. Donohue, Laura Baylot Casey, David F. Bicard, and Sara E. Bicard</p>
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<p class="WPDefaults"><em>Abstract: Children with Autism Spectrum Disorder (ASD) are faced with many challenging behaviors that could impede their learning. One commonly reported problem behavior is noncompliance, which is often defined as a delay in response (latency), decrease in rate of responding (fluency), or failure to complete a task. This failure to comply in an appropriate amount of time has been noted as a primary factor for a child&rsquo;s exclusion from the community, poor social interactions, as well as limited instructional opportunities. This study examined the response latency, task completion, and accuracy in responding of an adolescent with ASD utilizing a changing criterion design. Reinforcement was provided only when the student answered a question or complied with an instruction accurately and within the preset criterion which was successively and gradually reduced. Results indicated that response latency decreased from an average of 4.6 seconds down to an average of 2.4 seconds and that there was a significant decrease in no responses. Findings show that differential reinforcement of short latencies resulted in a decrease in response latency and an increase in compliance. Thus, the study yielded positive results and paved the way for future research.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/611/Effects-of-Differential-Reinforcement-of-Short-Latencies-on-Response-Latency-Task-Completion-and-Accuracy-of-an-Adolescent-with-Autism.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/611/Effects-of-Differential-Reinforcement-of-Short-Latencies-on-Response-Latency-Task-Completion-and-Accuracy-of-an-Adolescent-with-Autism.aspx
http://daddcec.org/Home/tabid/40/ArticleID/611/Effects-of-Differential-Reinforcement-of-Short-Latencies-on-Response-Latency-Task-Completion-and-Accuracy-of-an-Adolescent-with-Autism.aspxFri, 23 Mar 2012 11:59:00 GMT0Teaching Play Skills to Children with Autism through Video Modeling: Small Group Arrangement and Observational Learning <p class="WPDefaults">Arzu Ozen, Sema Batu, and Binyamin Birkan</p>
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<p class="WPDefaults"><em>Abstract: The purpose of the present study was to examine if video modeling was an effective way of teaching sociodramatic play skills to individuals with autism in a small group arrangement. Besides maintenance, observational learning and social validation data were collected. Three 9 year old boys with autism participated in the study. Multiple probe design across behaviors was used to examine the effectiveness of video modeling. Results of the study revealed that participants acquired their own roles via video modeling. They also maintained the skills they learned two weeks after the training sessions were completed. Observational learning data were also very positive with all participants. As a result, it can be said that video modeling was effective in teaching sociodramatic play skills to children with autism. Based on the results of the study, it can be recommended that the study be replicated with writing different scenarios and with children with different kinds of disabilities.</em></p>
<p class="WPDefaults"><em>&nbsp;</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/610/Teaching-Play-Skills-to-Children-with-Autism-through-Video-Modeling-Small-Group-Arrangement-and-Observational-Learning.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/610/Teaching-Play-Skills-to-Children-with-Autism-through-Video-Modeling-Small-Group-Arrangement-and-Observational-Learning.aspx
http://daddcec.org/Home/tabid/40/ArticleID/610/Teaching-Play-Skills-to-Children-with-Autism-through-Video-Modeling-Small-Group-Arrangement-and-Observational-Learning.aspxFri, 23 Mar 2012 11:56:00 GMT0 Effects of Combined Repeated Reading and Question Generation Intervention on Young Adults with Cognitive Disabilities<p class="WPDefaults">Youjia Hua, William J. Therrien, Jo M. Hendrickson, Suzanne Woods-Groves, Pamela S. Ries, and Julia W. Shaw</p>
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<p class="WPDefaults"><em>Abstract: The combined repeated reading and question generation procedure is a reading intervention designed to target both fluency and comprehension for students with disabilities.&nbsp; Previous research has demonstrated the effectiveness of the intervention for school age children with learning disabilities.&nbsp; This study extended the research by utilizing the program with three postsecondary learners with severe learning disability and mild mental retardation.&nbsp; In the context of a multiple baseline across participants design, the results indicate that the program may be an effective intervention to improve fluency and comprehension for young adults with cognitive disabilities.</em></p>
<p class="WPDefaults"><em>&nbsp;</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/609/Effects-of-Combined-Repeated-Reading-and-Question-Generation-Intervention-on-Young-Adults-with-Cognitive-Disabilities.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/609/Effects-of-Combined-Repeated-Reading-and-Question-Generation-Intervention-on-Young-Adults-with-Cognitive-Disabilities.aspx
http://daddcec.org/Home/tabid/40/ArticleID/609/Effects-of-Combined-Repeated-Reading-and-Question-Generation-Intervention-on-Young-Adults-with-Cognitive-Disabilities.aspxFri, 23 Mar 2012 11:54:00 GMT0How and Why do Parents Choose Early Intensive Behavioral Intervention for their Young Child with Autism?<p class="WPDefaults">Pagona Tzanakaki, Corinna Grindle, Richard P. Hastings, J. Carl Hughes, Hanna Kovshoff, and Bob Remington </p>
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<p class="WPDefaults"><em>Abstract: Although the evidence of effectiveness of Early Intensive Behavioral Intervention (EIBI) for children with autism is growing, very little is known about the process parents go through in deciding to implement such a program. We interviewed 30 mothers whose children had been on an EIBI program to investigate more systematically how and why they chose EIBI. Typically mothers were informed about EIBI through other parents, books and the internet. Their expectations of treatment outcomes ranged from their child being cured of autism to no clear expectations. Some families had access to funding through their local educational department, some had to fund part or the whole program themselves, whereas some received funding after a dispute with their educational department.</em></p>
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<p class="WPDefaults"><em>&nbsp;</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/608/How-and-Why-do-Parents-Choose-Early-Intensive-Behavioral-Intervention-for-their-Young-Child-with-Autism.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/608/How-and-Why-do-Parents-Choose-Early-Intensive-Behavioral-Intervention-for-their-Young-Child-with-Autism.aspx
http://daddcec.org/Home/tabid/40/ArticleID/608/How-and-Why-do-Parents-Choose-Early-Intensive-Behavioral-Intervention-for-their-Young-Child-with-Autism.aspxFri, 23 Mar 2012 11:52:00 GMT0Assessment of the Self-Determination of Spanish Students with Intellectual Disabilities and other Educational Needs<p class="WPDefaults">Mar&iacute;a G&oacute;mez-Vela, Miguel &Aacute;ngel Verdugo Alonso, Francisca Gil Gonz&aacute;lez, Marta Badia Corbella, and Michael L. Wehmeyer</p>
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<p class="WPDefaults"><em>Abstract: The purpose of this study was to assess the self-determination of Spanish high school students with Intellectual Disabilities and other Special Educational Needs (SEN). A total of 371 students between 11 and 17 years of age participated in the study. Of these, 46.4% (n = 171) presented SEN, specifically learning disabilities (n = 97; 26.2%), borderline and intellectual disability with higher&nbsp;IQ scores<strong> </strong>(n = 43; 11.6%) and mild intellectual disability (n = 32; 8.6%). The remaining students without SEN made up the control group. The assessment was carried out using a translated and validated Spanish version of The Arc&rsquo;s Self-Determination Scale (Wehmeyer, 1995). This measure had appropriate psychometric properties. Students with SEN obtained significantly lower scores than their peers without SEN. However, no differences were found in relation to the type of SEN or, more specifically, in relation to the presence of intellectual disability. The educational implications of the results are discussed.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/607/Assessment-of-the-Self-Determination-of-Spanish-Students-with-Intellectual-Disabilities-and-other-Educational-Needs.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/607/Assessment-of-the-Self-Determination-of-Spanish-Students-with-Intellectual-Disabilities-and-other-Educational-Needs.aspx
http://daddcec.org/Home/tabid/40/ArticleID/607/Assessment-of-the-Self-Determination-of-Spanish-Students-with-Intellectual-Disabilities-and-other-Educational-Needs.aspxFri, 23 Mar 2012 11:49:00 GMT0Self-Advocacy Skills as a Predictor of Student IEP Participation among Adolescents with Autism<p class="WPDefaults">Lucy Barnard-Brak and Danielle D. Fearon</p>
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<p class="WPDefaults"><em>Abstract: The importance of student IEP participation has been indicated by both legislative mandates such as IDEA and research literature. The purpose of the current study was to examine those variables that predict student IEP participation among adolescents with autism spectrum disorders as compared to adolescents with disabilities other than autism spectrum disorders. Using logistic regression analyses, self-advocacy skills were revealed to be a significant predictor of student IEP participation among adolescents with autism spectrum disorders. These results suggest the particular importance of developing self-advocacy skills among adolescents with autism spectrum disorders as compared to adolescents with disabilities other than autism spectrum disorders.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/606/Self-Advocacy-Skills-as-a-Predictor-of-Student-IEP-Participation-among-Adolescents-with-Autism.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/606/Self-Advocacy-Skills-as-a-Predictor-of-Student-IEP-Participation-among-Adolescents-with-Autism.aspx
http://daddcec.org/Home/tabid/40/ArticleID/606/Self-Advocacy-Skills-as-a-Predictor-of-Student-IEP-Participation-among-Adolescents-with-Autism.aspxFri, 23 Mar 2012 11:46:00 GMT0Beyond Time Out and Table Time: Today’s Applied Behavior Analysis for Students with Autism<p class="WPDefaults">E. Amanda Boutot and Kara Hume</p>
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<p class="WPDefaults"><em>Abstract: Recent mandates related to the implementation of evidence-based practices for individuals with autism spectrum disorder (ASD) require that autism professionals both understand and are able to implement practices based on the science of applied behavior analysis (ABA). The use of the term &ldquo;applied behavior analysis&rdquo; and its related concepts continues to generate debate and confusion for practitioners and family members in the autism field. A general lack of understanding, or misunderstanding, of the science and practice of ABA is pervasive in the field and has contributed to an often contentious dialogue among stakeholders, as well as limited implementation in many public school settings. A review of the history of ABA and its application to individuals with ASD is provided, in addition to a discussion about practices that are/are not based on the science of ABA. Common myths related to ABA and ASD, as well as challenges practitioners face when implementing practices based on the science of ABA in public school settings are also described.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/605/Beyond-Time-Out-and-Table-Time-Today’s-Applied-Behavior-Analysis-for-Students-with-Autism.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/605/Beyond-Time-Out-and-Table-Time-Today’s-Applied-Behavior-Analysis-for-Students-with-Autism.aspx
http://daddcec.org/Home/tabid/40/ArticleID/605/Beyond-Time-Out-and-Table-Time-Today’s-Applied-Behavior-Analysis-for-Students-with-Autism.aspxFri, 23 Mar 2012 11:44:00 GMT0The Question Still Remains: What Happens when the Curricular Focus for Students with Severe Disabilities Shifts? A Reply to Courtade, Spooner, Browder, and Jimenez (2012)<p class="WPDefaults">Kevin M. Ayres, K. Alisa Lowrey, Karen H. Douglas, and Courtney Sievers</p>
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<p class="WPDefaults"><em>Abstract: This article responds to rejoinder by Courtade, Spooner, Browder, and Jimenez (2012) of our initial article (Ayres, Lowrey, Douglas, &amp; Sievers, 2011) describing the importance in making individualized curriculum decisions for students with severe disabilities.&nbsp; We point out our agreements with the rejoinder (reiterating statements from our original article) while also stating overarching disagreements, responding to Courtade et al.&rsquo;s seven reasons to support a standards based curriculum, and concluding with general ideas on future directions for curriculum planning, research, and implementation.&nbsp; We continue to advocate for developing personalized curricula that meet the needs of individual students.</em></p>
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<p class="WPDefaults"><em>&nbsp;</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/604/The-Question-Still-Remains-What-Happens-when-the-Curricular-Focus-for-Students-with-Severe-Disabilities-Shifts-A-Reply-to-Courtade-Spooner-Browder-and-Jimenez-2012.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/604/The-Question-Still-Remains-What-Happens-when-the-Curricular-Focus-for-Students-with-Severe-Disabilities-Shifts-A-Reply-to-Courtade-Spooner-Browder-and-Jimenez-2012.aspx
http://daddcec.org/Home/tabid/40/ArticleID/604/The-Question-Still-Remains-What-Happens-when-the-Curricular-Focus-for-Students-with-Severe-Disabilities-Shifts-A-Reply-to-Courtade-Spooner-Browder-and-Jimenez-2012.aspxFri, 23 Mar 2012 11:39:00 GMT0Seven Reasons to Promote Standards-Based Instruction for Students with Severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers (2011)Ginevra Courtade, Fred Spooner, Diane Browder and Bree Jimenez
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<p class="WPDefaults"><em>Abstract: This article was written as a response to Ayres, Lowrey, Douglas, and Sievers (2011) who commented on the degree to which promoting the teaching of functional skills had a higher probability of leading to a more independent life for students with severe disabilities. In doing so, the authors take issue with the use of a standards-based curriculum and suggest that working on grade-level content seizes time that could be allocated to teaching skills for adult life. We suggest that a standards-based curriculum affords students with severe disabilities a complete educational opportunity and need not preclude personally relevant instruction. In our rejoinder, we first describe our points of agreement (evolving curriculum, contribution of research on teaching functional skills, dismal transition outcomes), and then suggest seven reasons why a standards-based curriculum is appropriate. Our reasons include: (a) right to a full educational opportunity, (b) relevancy of a standards-based curriculum (c) unknown potential of students with severe disabilities, (d) functional skills are not a prerequisite to academic skills, (e) standards-based curriculum is not a replacement for functional curriculum, (f) individualized curriculum is limited when it is the only curriculum, and (g) students creating their own changing expectations through achievements.</em></p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/603/Seven-Reasons-to-Promote-Standards-Based-Instruction-for-Students-with-Severe-Disabilities-A-Reply-to-Ayres-Lowrey-Douglas-Sievers-2011.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/603/Seven-Reasons-to-Promote-Standards-Based-Instruction-for-Students-with-Severe-Disabilities-A-Reply-to-Ayres-Lowrey-Douglas-Sievers-2011.aspx
http://daddcec.org/Home/tabid/40/ArticleID/603/Seven-Reasons-to-Promote-Standards-Based-Instruction-for-Students-with-Severe-Disabilities-A-Reply-to-Ayres-Lowrey-Douglas-Sievers-2011.aspxFri, 23 Mar 2012 11:21:00 GMT0